An Exploration of FE GCSE Students’ Attitudes and Motivation towards Mathematics Lessons: A Vocationally Contextualised Approach

Abstract

Purpose
In this study, I set out to explore the impact of a vocationally contextualised approach to mathematics teaching on Further Education (FE) GCSE students’ attitudes, motivation, and engagement, particularly among learners with prior low attainment and negative perceptions of mathematics. I embarked on this study during my PGCE placement in an FE College which started on 06/10/2025 and ended on 22/04/2026.

Design/Methodology/Approach
I employed mixed-methods action research design, combining quantitative and qualitative data. Pre- and post-intervention questionnaires were used to measure behavioural engagement, perceived relevance, and emotional engagement/confidence using Likert scales. Statistical analyses included paired-samples t-tests and the Wilcoxon signed-rank test and the qualitative data from an open-ended question were analysed thematically.

Findings
Results from our analyses revealed statistically significant improvements across all engagement dimensions. Behavioural engagement and perceived relevance showed large effect sizes, while emotional engagement and confidence also improved significantly. The qualitative findings indicated increased motivation, confidence, perceived relevance, and understanding through contextualised learning, and these are supporting Expectancy-Value Theory.

Research Limitations/Implications

The study is limited by a small sample size which may affect generalisability. However, it showcases valuable practitioner-led evidence supporting contextualised approaches in FE mathematics.

Practical Implications

Our findings suggest that embedding vocational contexts into mathematics teaching can enhance student engagement, motivation, and confidence. I therefore encourage FE practitioners to adopt applied, context-based teaching strategies aligned with students’ vocational pathways.

Originality/Value
This study contributes to what I feel is probably a gap in FE research by providing mixed-methods, practitioner-led evidence on the effectiveness of vocationally contextualised mathematics teaching, linking quantitative engagement outcomes with qualitative student experiences.

In furtherance of this project, I wish to develop work sheets for students in all vocational courses in the colleges in the UK; embedding GCSE Maths into their vocational courses.

Keywords: GCSE Mathematics resit; vocational contextualisation; Expectancy–Value Theory

DOI: 10.7176/JEP/17-9-01

Publication date: September 30th 2026